Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras

Autor/in	Gregorcic, Marta
Titel	Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras
Quelle	In: Innovations in Education and Teaching International, 46 (2009) 4, S.357-366 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Critical Theory; Social Integration; Social Change; Foreign Countries; Case Studies; Epistemology; Indigenous Populations; Learning Processes; Intervention; Honduras; Mexico + Suchen Sie Ihr Suchwort? Kritische Theorie; Soziale Integration; Sozialer Wandel; Ausland; Case study; Fallstudie; Case Study; Erkenntnistheorie; Sinti und Roma; Learning process; Lernprozess; Mexiko
Abstract	This article introduces case studies of innovative approaches to pedagogy among indigenous Mayan communities in Chiapas (Mexico) and Lencan communities in Intibuca (Honduras). Innovative approaches to researching alternative theories and practices of pedagogy are used by the author to develop an epistemology of critical pedagogy and its potential contribution to the creation of a dignified society. From the humanistic point of view these experiments in pedagogy are invaluable practices of cultural capital that resonate in a broader social and political environment. Cultural capital represents the power for social integration and cohesion beyond capitalism, produces new social relations, and contributes to the creation of an egalitarian society with greater social welfare. Pedagogy plays a fundamental role in this social production because it leads to social change. The author indicates the possibilities of an education that runs counter to the currently prevailing model of education in wealthy states as well as opening new reflections and challenges for contemporary pedagogy. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10